Module 1 Cultural Corner教案。
一位优秀的教师不打无准备之仗，会提前做好准备，教师要准备好教案，这是教师的任务之一。教案可以让学生们能够在上课时充分理解所教内容，帮助教师有计划有步骤有质量的完成教学任务。你知道怎么写具体的教案内容吗？经过搜索和整理，小编为大家呈现“Module 1 Cultural Corner教案”，仅供参考，欢迎大家阅读。
总课时数22科目高一英语
必修3使用时间.
主备人使用人
课题名称Module1CulturalCorner
Teachingcontentsandteachingaims:
TeachingGoals:
1.TogetSstolearnmoreabouttheEuropeancountries.
2.TogetSstoknowsomethingabouttheEuropeanUnion.
3.Traintheskimmingskillandimprovetheabilityofreadingcomprehension.
PartOne:Culturalcorneronpage9
1.Fastreading
AskSstoreadthepassagequicklyandthenanswerthefollowingquestions.
Q1.WhatistheEuropeanUnion?
Q2.Howdiditstart?
Q3.Howmanycountriesbelongtoitnow?
2.Intensivereading
AskSstoreadthepassagecarefullyandfillinthetable
Totalcountrynumbers.
Beginningtime
Namesoffirstmembers.
Namesofnewcountriesin2000
Namesofnewcountriesby2004
Population
SomecountrynamesinChinese
Belgium比利时Luxembourg卢森堡theNetherlands荷兰Denmark丹麦Finland芬兰TheCzechRepublic捷克Estonia爱沙尼亚Hungary匈牙利Latvia拉脱维亚Lithuania立陶宛TheSlovakRepublic拉脱维亚Slovenia斯洛文尼亚Cyprus塞浦路斯Malta马耳他
PartTwo.Page69ReadingExercises
I.Fastreading
Readquicklyandmatchtheheadingswiththeparagraphs
①ancientcapitalparagraphA
②capitalofromanceparagraphB
③entertainmentcapitalparagraphC
④capitaloffootballparagraphD
II.Carefulreading
Readcarefullyandchoosethebestanswer:
1.Thesurveywasmadeby_______
A,seniorhighstudentsB.atravelcompanyC.youngpeople
2.Veniceissituated________
A.inthecentreofItalyB.onthecoastC.onanisland
3.TouristsareattractedtoVenicebecauseit____________
A.isabigportB.wasthebirthplaceofMarcoPolo
C.isdifferentfromanywhereelse
4.TheReinaSofiais______
A.apaintingbyPicassoB.anartgalleryC.amuseum
5.TheWestEndis_________
A.afamoustheatreB.apopularmusicalC.apartofLondon
6.TheColosseumwasbuilt______
A.bytheRomansB.byMichelangloC.duringtheRenaissance
III.WorkingroupsandthinkofaChinesecityforeachoftheheadings.
HeadingsaChinesecityinyouropinion
①ancientcapital___________________________________
②capitalofromance____________________________________
③entertainmentcapital___________________________________
④capitaloffootball___________________________________
⑤businesscapital____________________________________
精选阅读
高一英语教案：《Cultural corner》教学设计
一名爱岗敬业的教师要充分考虑学生的理解性，高中教师要准备好教案，这是高中教师需要精心准备的。教案可以让学生更好地进入课堂环境中来，帮助高中教师提高自己的教学质量。所以你在写高中教案时要注意些什么呢？下面是小编为大家整理的“高一英语教案：《Cultural corner》教学设计”，希望能对您有所帮助，请收藏。
高一英语教案：《Cultural corn
MicrosoftInternetExplorer402DocumentNotSpecified7.8 磅Normal0
教学目标及达成
Getsstotalk
abouttheadvantages
anddisadvantages
GettheSsto
learnsomewords&phrases.
Trytograspthenew
wordsandtheirusages.
教学重点
Makesurethe
studentscancommunicate
withpersons.
教学难点.
Howtoguidethe
studentstoperform
agooddebate.
教学方法(教具)
Read,
teach,explain
教学过程
备课
札记
教师活动
学生活动
Step1.Leading-inandIntroduction
Step2.Wordstudyandwarmingup
Direction:Thewayofactivating
thestudentstolistthenew
thingsabouttelecommunications
istodividethestudentsinto
twogroupsandchooseastudent
fromeachgroupwritedownthe
wordshis/hergroupmembers
mentionontheblackboardin
theformofcompetition.Themore,
thebetter.Andthewordsmust
becorrect.
Motivatethestudentstodoa
surveyabouttheuseofmobile
phonesaftersomewarming-up
activities.Thentextmessages
becomethetopic.
Direction:Encouragethe
studentstochoosefiveclassmates
totalkto,andtheycanstand
upandtalkaroundaslongas
theycanfinishthesurvey.And
thentheyshoulddrawaconclusion
aboutthemainuseofmobile
phones.Accordingtotheirsurvey,
askthemhowtowritetextmessages,
andthenleadinthepassageonpage59.
Readingcomprehensionwiththehelpof
somequestionsonthestudents’page.
Questionsarelistedasfollows:
Direction:Guidethestudentstoworkin
groupstosolvetheproblemstogether.
Moreexamplestoshowtothestudents
aboutthespecialwaysoftextmessages.
Thentellthestudentsthereisanother
wayofcommunication---abbreviation
withmoreexamples.Students’showtime
–toshowtheirowntextmessagewith
thewaysofshorteningthewordswith
emoticons,shorthand,andabbreviation
afterreading.
Step3.Extension
Encouragethestudentstofindout
whethertheChinesemobilephone
sersusethissimilarwayoftext
messagesornot,andlistsome
examplesintheformofdiscussion.
Encouragethestudentstodiscussin
groupsabouttheadvantagesand
disadvantagesofusingthiskindof
waytocommunicatewithothers.
Direction:Studentsdiscussina
group,buttheshypersonshould
bethereportertoreportthegroup’s
opinioninpublic.Encouragethe
studentstodebate,andguidethe
studentstorealizethatthebest
waytokeepusuptodateisto
studyandreadbooks.
Direction:Explaintherulesof
debatefirst,thenencouragethemto
statetheirownopinions.
Step4.Homework:Writeaorganized
argumentcomposition.
Step5.板书设计
Para1:Putforwardthetopicofthe
composition;Para2:Somethink……
Para3:However,othersthink/disagree…
Para4:Yourpointofview……
导学后记
高一年级英语必修2Module3 Cultural Corner 导学案
经验告诉我们，成功是留给有准备的人。教师要准备好教案，这是教师的任务之一。教案可以让学生能够在课堂积极的参与互动，帮助教师缓解教学的压力，提高教学质量。你知道如何去写好一份优秀的教案呢？小编特地为大家精心收集和整理了“高一年级英语必修2Module3 Cultural Corner 导学案”，仅供参考，希望能为您提供参考！
高一年级英语必修2Module3CulturalCorner导学案
学习目标：
1．通过使用各种媒体手段及图书资料了解叶小刚
2.阅读有关叶小刚的文章，了解著名音乐人并学会读并记录信息
3．根据所学内容，用自己的语言介绍叶小刚（retelling）
重点难点：
1.Readthepassageandmakeanoteoftheinformation
2.Learntousetheimportantphrases
课前热身：
1.展示课前查到的有关叶小刚的信息
学习探究：
1.Readthepassageandmakeanoteoftheinformation
Name
Sex
Nationality
Job
Mainachievements
Styleofmusic
2.Carefulreading:notemaking
MakenotesaboutYeXiaogang
In1955:_____________________Whenhewasfouryearsold:______________________________
From1978till1983:_______________________________________________________________________
Aftergraduation:__________________________________________________________________________
In1985:_________________________________________________________________________________
In1986:_________________________________________________________________________________
InNovember1996_________________________________________________________________________
Since1993_______________________________________________________________________________
展示提炼：
Languagepoints：
1.JosephHaydnwasanAustriancomposerandisknownas“thefathersymphony.”
译:_________________________________________________________________
复习beknownas/for和beknownto
beknownas/for=befamousas/for()
J.KRowling以哈利波特这本书而出名
译:_________________________________________________________________
beknownto（）
青岛为世人所熟知
译:_________________________________________________________________
2.Heshowedmusicalabilityatanearlyageandbeganstudyingpianowhenhewasfouryearsold.
译:_________________________________________________________________
showmusicalability=showmusicaltalent表现出音乐才能
很多音乐人在他们年轻的时候就展现出音乐方面的才能
译：_______________________________________________________________
3.Aftergraduation,heworkedthereasalecturer.
workas相当于actas,“从事…工作”
Beforemakingasuccessofhiswriting,heworkedasataxidriver,anewspaperseller,aminerandarailwayman.
译：________________________________________________________________
Andrew,你周末能否充当摄影师，我们的摄影师休假了
译：________________________________________________________________
达标检测：
ElizabethBlackwellwasborninEnglandin1821,andshewenttoNewYorkCityandsettleddowntherewhenshewastenyearsold.Onedayshedecidedthatshewantedtobecomeadoctor.Thatwasnearlyimpossibleforawomaninthemiddleofthenineteenthcentury.Afterwritingmanylettersseekingadmission(允许进入)tomedicalschools,shewasfinallyacceptedbyadoctorinPhiladelphia.Shewassodeterminedthatshetaughtschoolandgavemusiclessonstomakemoneyforhereducation.
In1849,aftergraduationfrommedicalschool,shedecidedtofurtherhereducationinParis.Shewantedtobeasurgeon,butaseriouseyediseasemadehergiveuptheidea.
UponreturningtotheUnitedStates,shefounditdifficulttostartherownpracticebecauseshewasawoman.By1857Elizabethandhersister,alsoadoctor,alongwithanotherwomandoctor,managedtoopenanewhospital,thefirstforwomenandchildren.Besidesbeingthefirstwomanphysicianandherownhospital,shealsosetupthefirstmedicalschoolforwomen.
1.Whycouldn’tElizabethBlackwellrealizeherdreamofbecomingasurgeon?
A.Shecouldn’tbeaccepted.
B.ShedecidedtofurtherhereducationinParis.
C.Aseriouseyeillnessstoppedher.
D.ItwasdifficultforhertostartapracticeintheUnitedStates.
2.WhatalmostdestroyedElizabeth’schanceforbecomingadoctor?
A.Shewasawoman.
B.Shewrotetoomanyletters.
C.Shecouldn’tgraduatefrommedicalschool.
D.Shecouldn’tsetupherhospital.
3.Howmanyyearspassedbetweenhergraduationfrommedicalschoolandtheopeningofherhospital?
A.8.B.10.C.19.D.36.
4.Allofthefollowingare“first”inthelifeofElizabethBlackwell,except
A.shebecamethefirstwomanphysician
B.shewasthefirstwomansurgeon
C.sheandseveralotherwomensetupthefirsthospitalforwomenandchildren
D.shesetupthefirstmedicalschoolforwomen
分层作业：
1.ExercisebookP29完成句子
2.ExercisebookP29单项填空
U1 Cultural relics reading教案
一名爱岗敬业的教师要充分考虑学生的理解性，教师要准备好教案，这是教师需要精心准备的。教案可以让学生们充分体会到学习的快乐，让教师能够快速的解决各种教学问题。那么，你知道教案要怎么写呢？考虑到您的需要，小编特地编辑了“U1 Cultural relics reading教案”，供大家参考，希望能帮助到有需要的朋友。
U1Culturalrelicsreading
知识点讲解及练习
原创人：王萍
1.FrederickWilliamI,thekingofPrussia,couldneverhaveimaginedthathisgreatestgifttotheRussianpeoplewouldhavesuchastrangehistory
情态动词+havedone表示对过去发生的事情的推测、批评、反悔等意。
联想：needhavedone_______________needn’thavedone_____________
Couldhavedone______________couldn’thavedone_____________
May/mighthavedone____________musthavedone_______________
Shouldhavedone________________shouldn’thavedone____________
Translate:
这盒子被人动了，昨夜一定有人来过
________________________________________________________________
你本该早些告诉我，现在我们怎么办？
_________________________________________________________________
连接高考：
1)You_____theboys.Beforeyoudidthat,asamatteroffact,theyhadregrettedthefightandagreedtomakepeace.
Aneedn’thaveseparatedBmustn’thaveseparated
Cwouldn’thaveseparatedDcouldn’thaveseparated
2)-----Nowonderyou’vegotacold.
-----I_____haveturnedontheairconditioneratsuchalowtemperature.
Acouldn’tBmustn’tCshouldn’tDmightnot
2.Itwasalsoatreasuredecoratedwithgoldandjewels,whichtookthecountry’sbestartistsabouttenyearstomake.
Decoratedwith---为过去分词短语做后置定语修饰名词treasure=whichwasdecoratedwith------
Translate:
Theydecoratedtheroomwithflowersandballoons.______
Weneedtodecoratethesittingroom.__________
总结：
过去分词作定语是近几年高考的热点
1.-----Canthose_______atthebackoftheclassroomhearme?
----Noproblem.(福建08)
AseatBsitCseatedDsat
2.Wefinishedtheruninlessthanhalfthetime______(江西08)
AallowingBtoallowCallowedDallows
3WheneverImether,______wasfairlyoften,shefairlyoften,shegreetedmewithasweetsmile.
AwhoBwhichDwhenDthat
3.However,thenextKingofPrussia,FrederickWilliamI,towhomtheamberroombelonged,decidednottokeepit.
1)however/whatever:__________________________-
whatever是代词，在句子中可以扮演名词能够充当的所有成分,例如主语,宾语等
eg.Whateverhesaidthatdayistrue.
eg.Hecouldgiveupwhateverhehadtopleaseher.
however是表转折的连词，只能用来连接两个分句。
eg.Theypromisedtotellhimtheaddress,however,intheendtheycheatedhimagain
2)belongto
4.Thiswasatimewhenthetwocountrieswereatwar.
beatwar处于交战状态。
E.g.Thetwocountrieshavebeenatwarformanyyears.Peopletherearesufferingalot.
联想：介词+名词(表状态)
atwar/work/home/table
onshow/duty/sale/holiday/fire/watch
introuble/danger/battle/doubt
underrepair/discussion/construction
5.Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.
Remain1)vi.留下,遗
2)后接n/adj/介词短语/表位置的adv
Myfriendbecameaboss,butIremainedateacher.
Thedeathoftheoldmanremainedunknown.
Theproblemremainstobediscussed.
Nothingremainsbuttosendtheinvitationout.(只要…就行了)
Itonlyremainsformetosignthepaperthatyougaveme.(某人所要做的只是某事)
Heboughtanewbookwiththe__________(剩下的)40yuan.
=Heboughtanewbookwiththe40yuan_________.(剩下的)
连接高考：
*---Whydoyoulooksoupset?
---Therearesomanytroublesomeproblems___.
remainingtosettleB.remainedsettledC.remainingtobesettledD.remainedtobesettled.
6.ThereisnodoubtthattheboxeswerethenputonatrainforKonigsberg,whichwasatthattimeaGermancityontheBalticSea.
联想：
There’snodoubtthat…There’snoneedtodo/forsth/sb
There’snopossibilitythat…(It’s)nowonder(that)…难怪…
There’snohopeofdoingsth
链接高考
1.—Howaboutgoingcampingwithusthisweekend?
—_____
A.Isthatright?B.I’dliketo,butIhavenotime.
C.Whatareyouplanning？D.What’sfor?
2.Believeitornot,thisoldcustomhasahistoryofover2,000years,andithas_____intothetwenty-firstcentury.
A.flowedB.survivedC.spreadD.followed
3.I’dlikearoom_____windowlooksoutoverthesea.
A.thatB.inwhichC.whoseD.which
4.Thespecialclothesare_____forthechildrenwhoaredisabled.
A.designedB.plannedC.changedD.expected
5._____thedoctorsreallydoubtis_____mymotherwillrecoverfromtheseriousdiseasesoon.
A.What;whenB.That;howC.What;whetherD.That;what
6.Thecompanywaswillingtoprovideuswithwhatweneeded,_____madeusexcited.
A.whatB.itC.whichD.that
7.IamgoingtodoallIcan_____thebadimpressionyouhaveofme.
A.toremoveB.removeC.toleaveD.leave
8.YesterdayImeta(n)_____teacherbychancewhotaughtmeEnglishintheuniversitythreeyearsago.
A.earlyB.formerC.firstD.advanced
9.Oh,boy,whyareyoukillingyourtimethisway?Can’tyoufindsomething_____doing?
A.usefulB.worthyC.valuableD.worth
10.Itisknowntousthatlionsandtigers_____thecatfamily.
A.arebelongingtoB.belongedtoC.belongtoD.arebelongedto
11.Heisalwayshelpingpeoplewithoutexpectinganything_____.
A.incommonB.inturnC.indangerD.inreturn
12.Theschoolis_____aChineseteacherforthenewtermwhomasterstheEnglishlanguageperfectly.
A.searchingB.inthesearchofC.insearchD.insearchof
13.—Didyouvisitthemuseumtoday?
—No.We_____it,butwespenttoomuchtimeshopping.
A.couldhavevisitedB.musthavevisitedC.couldvisitD.mustvisit
14.Thispieceoffurnitureisreallyinexpensivewithapriceof_____fortydollars.
A.lessthanB.morethanC.otherthanD.ratherthan
15.Itisagoodplanintheory,butit_____tobeseenwhetheritworksinpractice.
A.keepsB.staysC.standsD.remains
Unit 1 Cultural Relics教案设计
俗话说，凡事预则立，不预则废。作为高中教师就需要提前准备好适合自己的教案。教案可以保证学生们在上课时能够更好的听课，帮助高中教师在教学期间更好的掌握节奏。所以你在写高中教案时要注意些什么呢？下面是小编精心收集整理，为您带来的《Unit 1 Cultural Relics教案设计》，欢迎大家阅读，希望对大家有所帮助。
Unit1CulturalRelics
Thefirstperiod(WarmingupandPre-reading)
Teachinggoals:
1.Targetlanguage
Cultural,survive,remain,state,rare,dynasty,vase,belongto
2.Learningabilitygoals
Helpthestudentslearnhowtotalkaboutculturalrelicsandhavethesenseofprotectingculturalrelics.
Teachingimportantpoints
Talkaboutculturalrelicsandwhatshouldbedonewiththem.
Teachingdifficultpoints:
Howtotalkaboutculturalrelics.
Teachingmethods:
Groupdiscussionandpresentation.(cooperativelearning)
Teachingprocedures:
Step1Warming-up
Ttalksaboutsomefamousworldheritagestothestudents.RaisetheSs’awarenessthattherearesomewell-knownculturalrelicsbothathomeandabroad.AsktheSstotrytheirbesttothinkoftheculturalrelicsthattheyknow.
T:Boysandgirls,lookatthetitleofthisunit,tellmewhatthetopicofthisunitis.
Ss:Thetopicofthisunitisculturalrelics.
T:Doyouknowwhatculturalrelicsare?
(SscanfindtheanswerfromtheWarmingup.)
T:OK,verygood.Nowletmetellyousomedetailsaboutculturalrelics.Culturalrelicsaretracesoffeaturessurvivingfromapastageandservingtoremindpeopleofthem.Theyrepresentthecultureofaplaceandsomeperiodsofhistory.Canyougivemesomeexamplesoftheculturalrelics?
S1:TheGreatWall.
S2:ThePyramidsinEgypt.
S3:TheImperialPalace.……
T:Welldone.(Tcangivemoreexamples)Unfortunately,someofthemareindangerbecausetheyaredestroyed,andsomeofthemwerelostbecausesomeonestolethem.Nowimaginethatyouworkforthestateofficeofculturalrelics.Youaresenttoasmalltownwhereyoufindarelicthatwasstolenfromapalace.ItisarareMingDynastyvase.Themanwhohasitinsiststhatitbelongstohisfamily.Whatwillyousaytohim?Workinpairstodiscussthisquestion,andthenI’llasksomeSstotellmeyouranswers.
3minuteslater,asksomeSstogivetheiranswers.
Step2Pre-reading
T:OK,class,doyouthinktheseculturalrelicsarebeautiful?
Ss:Yes,verybeautiful.
T:Supposeoneofthemgotlost,howwouldyoufeelandwhatwillyoudowithit?
S1:Tryourbesttofindit.
S2:Protecttheothersinorderthattheywillnotlost.……
T:Thanksforyourgoodsuggestions.Ifyoufindaculturalrelic,whatwillyoudowithit?Youcanmakeadialoguewithyourpartneronthisquestion.
Tcanpracticeitwithastudenttogiveanexample.
Sampledialogue
T:Ifyoufoundaculturalrelic,whatwouldyoudowithit?
S1:Idontknow．
T:Wouldyouwanttokeepit?
S1:Ofcoursenot．Itdoesntbelongtome．
T:Thenwhydontyougotoyourcommunitycouncil?
S1:ImnotsureIcouldtrustthepeoplethere．WhatifthepersonIgiveittokeepsitforhimself?
T:Goodquestion．Whatdotherestofyouthink?
S2:IguessIwouldaskmyparentswhattodowithit．
T:Thatsagoodidea．Anyoneelsehaveanidea?
S3:Iwouldaskmybrother．Heisapoliceman．
AsksomeSstoacttheirdialogueout.
Step3Homework
1.PreviewthereadingpassageanddoexerciseIinthepart“Learningaboutlanguage”.
2.AsktheSstolookformoreculturalrelics.ThestudentscangotothelibraryorusetheInternettosearchforinformation.
Recordafterteaching:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
TheSecondPeriod
(Readingandcomprehending)
Knowledge:
Learnsomenewphrasesandsomenewsentencepatterns.
Ability:
1.LearnsomedetailedinformationabouttheAmberRoom.
2.Improvethestudents’readingability.
3.Trainthestudents’abilitytograspkeyinformationwhilelistening.
4.Trainthestudents’speakingability.
Emotion:
1.Trainthestudents’abilitytocooperatewithothers.
2.EnabletheSstotalkaboutthestoryoftheAmberRoom
Teachingimportantpoints:
1.Thenewwordsandexpressions;
2.LearnsomedetailedinformationabouttheAmberRoom;
3.Trainthestudents’abilitytocooperatewithothers;
4.Trainthestudents’speakingability.
Teachingdifficultpoints:
1.Words:ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;
2.Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;
3.Sentencepatterns:
(1)Thereisnodoubtthat…..
(2)ThisgiftwastheAmberRoom,whichwasgiventhisnamebecausealmostseventhousandtonsofamberwereusedtomakeit．
4.Improvethestudents’readingability.
5.Trainthestudents’abilitytograspkeyinformationwhilelistening.
Teachingmethods:
1.Listeningtothetape.
2.Learningandpracticing.
Teachingprocedures:
Step1Greetingsandlead-in
T:Welearnedsomeculturalrelicsyesterday.Doyoustillrememberthem?Givemesomeexamples,please.
Studentsgivetheiranswers.
T:Verygood.Todaywe’regoingtolearnanotherculturalrelic.Lookatthetwopicturesonpages1—2;doyouknowwhatitiscalled?
Ss:TheAmberRoom.
T:Yes,It’scalledtheAmberRoom.
Step2Fastreading:
T:DoyouwanttoknowmoreabouttheAmberRoom?Readthepassagefirstandtrytoanswerthequestions:
1、WhyitiscalledtheAmberRoom?
2、Whatelsewereusedtomaketheroombesidesamber?
3、WhywastheAmberRoomfirstbuilt?
4、WhenandwhydidFrederickWilliamIgivetheAmberRoomtoPetertheGreat?
5、WhatdidCatherineIIdowiththeAmberRoom?
6、WhenandhowwastheAmberRoomsupposedtohavebeenlost?
Fiveminuteslater,asksomeSstogivetheiranswers.
Answers:
1、Itwasgiventhenamebecausealmostseventhousandtonsofamberswereusedtomakeit.
2、TheAmberRoomwasalsomadewithgoldandjewels.
3、ItwasmadeforthepalaceofFrederickI.
4、1716，FrederickWilliamIgaveittoPetertheGreat,asagiftoffriendship.
5、CatherineIIhadtheAmberRoommovedtothepalaceoutsideStPetersburgwhereshespenthersummers
6、In1941,thosetwocountrieswereatwar.Germanarmystoleit.
Step3Comprehending
Afterfinishingallthequestions,asktheSstolistentothetapeandtrytogetthemainideaofthepassage,thenreadthepassageagainbythemselvesanddothecomprehendingexercises.
T:Nowreadthepassageagainandfinishtheexercisesofcomprehending.
TheSsbegintodotheexercises.Afterawhile,Teacherbegintocollecttheanswers.Later,teachergivestheanswers.
Step4Post-reading
1.ReadthepassageagaintogetimportantinformationaboutthetextInSearchoftheAmberRoom.Thenfillintheblanks.(Page73BestEnglish)
Step4SpeakingorReadingaloud
Playthetapeforthestudentstolistenandfollowinordertoletthemknowhowtoreadthetext.
Step5Homework
1.Readthetextseveraltimes.
2.Doexercise3onPage4.
3.Doexercise1onPage42(Ss’Book)
Recordafterteaching:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
TheThirdPeriod
(Textanalysesandlanguagepoints)
Knowledge:
1.Words:ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;
Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;
2.Sentencepatterns:
(1)In1770,theroomwascompletedtheway(that)shewantedit
(2)ThereisnodoubtthattheboxeswerethenputonatrainforKingsburg,atthattimesaGermancityontheBalticSea.
Ability:
1.Learntheusageofsomedifficultwordsandexpressions.
2.Trainthestudents’abilitytoremovethedifficultieswhilereading.
Emotion:
1.Trainthestudents’abilitytocooperatewithothers.
2.KnowwhathappenedtotheAmberRoom
3.Knowtheimportanceofprotectingtheculturalrelicsbylearningthestoryofamberroom
Teachingimportantpoints:
1.Trainthestudents’abilitytoreaddifferentEnglishnames.
2.Trainthestudents’abilitytocooperatewithothers.
Teachingdifficulties:
1.Theexplanationofsomedifficultwordsandexpressions.
2.Trainthestudents’abilitytoremovethedifficultieswhilereading.
Teachingprocedures:
Step1Revision
T:Inthelastperiod,welearnedsomethingabouttheAmberRoomandwealsoknowthatthisroomhasastrangehistory,couldyoutellmewhathappenedtothisroomchronologically?
TheSstalkitaboutbythemselvesforsomeminutes,andthenTgivestheanswer:
BuiltinPrussia--FrederickWilliamI---SentittoPetertheGreat(Russian)--winterpalaceCzar---CatherineIIMoveoutsideStPetersburg--Thewarbetween(Rbeconnectedwith:Thattopbelongstothisbox.
c.tobeamemberof:Hebelongstoalargefamily.
Warning:
“Belong”isnotusedinthecontinuoustenseorthepassivevoice.
Eg.Thecomputerisbelongingtomysister.(F)
Thecomputerisbelongedtomysister(F)
Thecomputerbelongstomysister.(T)
TheSsbegintodothisexercise.Afterawhile,teacherbeginstocollecttheanswers.Later,teachergivestherightanswers.
3.T:let’slookatexercise3.Theprepositionsometimesindicatesastate,conditionoracontinuousactivity.Lookatthesentenceofexercise3andtrytoexpresseachoftheminanotherway.
Afterseveralminutes,Tgivestheanswers.
Step3Translation(P43SB)
DothistranslatingexercisewiththeSstogether.TelltheSshowtodothiskindofexercise.
Step4Homework
1.FinishEx1onP4:findoutthesentenceswithattributiveclause.
2.Afterclass,readthepassageonPage5.
Recordafterteaching;
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